The Implementation of Inclusive Education and Problems Faced by Teachers in Teaching in Inclusive Education Provider Kindergarten

Joppy Liando
International Journal of Economics & Business Administration, Volume II, Issue 1, 51-58, 2014

Abstract:

This study aims to find out the problems faced by teachers in teaching. The study was conducted on July 2012 to December 2012. The research subjects were teachers teaching in inclusive kindergarten. The design of this study was a case study using a qualitative approach. The data were collected using questionnaires, interviews and documentation. Data analysis was conducted during the data collection and after data collection. The research results showed that in general, teachers who taught in inclusive kindergarten did not have knowledge regarding children with special needs, did not have experience dealing with children with special needs, the lack of teamwork, being unable to create good learning in the classroom, the number of students who were too big, the curriculum used was not appropriate with the learning needs of children with special needs, teachers had never had training and workshops on the development of an inclusive classroom, and being unable to develop learning materials related to inclusive environment. As a result, teachers had difficulty in planning the teaching, implementing, and evaluating students’ learning outcomes.


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